A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

Abstract

Objectives. To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patientcentered care. Design. Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process. Assessment. One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience. Conclusion. Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.

Report of the 2014-2015 Professional Affairs Standing Committee: Producing Practice-Ready Pharmacy Graduates in an Era of Value-Based Health Care

“…112,113 The Iowa Center for Pharmaceutical Care partnered college faculty and resources with a state professional organization to advance patient care service provision in a variety of practice settings with the stipulation the sites would later agree to become experiential sites for the involved colleges. 114 Other examples of experiential education partnerships have had provided a positive influence on developing IPPE perceptions 115 and initiatives 116,117,118,119,120 as well as public health and patient outcomes. 121 When exploring partnerships for alignment with practice partners and the community, it is imperative that colleges/ schools of pharmacy work on programs and initiatives that will benefit everyone involved -it is often best to approach a potential partner with questions such as "What do you need?"…”

Impact of Participation on a Solid Organ Transplant Team on Student Pharmacists’ Perceptions of Interprofessional Roles

“…8,9,[13][14][15] Standard 12 of the Accreditation Council for Pharmacy Education's 2012 Accreditation Standards and Guidelines places a strong emphasis on interprofessional education. 16 The degree to which IPE is incorporated into the pharmacy curricula may vary because of the overall lack of directives requiring pharmacist involvement in patient care teams in clinical practice.…”

“…Also, IPE increases health professions students' confidence in their own roles as well as how they view other healthcare professionals, improves students' ability to collaborate with and understand other health disciplines, and improves leadership, communication, and problem-solving skills. [8][9][10] These interactions may change perceptions or stereotypes of other health care roles a student may hold to a more realistic perspective. …”

“…[8][9][10] These interactions may change perceptions or stereotypes of other health care roles a student may hold to a more realistic perspective.…”

“…Students who engage in interprofessional experiences are 1 more confident in their roles and in working with other health professionals. [8][9][10] Interprofessional education appears to allow health professions students to become wellrounded, actively engage in patient care, and work toward the common goal of improving patient outcomes. Also, IPE increases health professions students' confidence in their own roles as well as how they view other healthcare professionals, improves students' ability to collaborate with and understand other health disciplines, and improves leadership, communication, and problem-solving skills.…”